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This study aims to deepen our understanding of how inclusionary practices are used within organizations and how they satisfy specific inclusion needs.

We adopt a qualitative research design, reporting on data from semi-structured interviews conducted with 15 diversity and inclusion (D&I) directors/leads and using a thematic approach to analysis.

Our study expands understanding of inclusion practices, showing that they are not uniformly implemented and that practices may satisfy both needs to belong and differences valued, with interviewees prioritizing belonging. Well-being and career development are seen as important inclusion practices demonstrating support and appreciation of difference, thus as inputs, not outputs, of inclusion challenging existing assumptions. Inclusionary practices are malleable, and their impact depends critically on the leaders involved and their commitment to EDI.

Our study shows how practices satisfy inclusion needs and that the implementation of practices varies depending on the leaders involved.

As museums and other memory institutions continue to invest considerably in mass-digitising collections and participating in large search portals, it is essential to understand existing and potential users, their motivations and search needs to inform collections’ documentation. In this article, we discuss insights from a collaborative project with National Museums Scotland, set up to enhance the findability of collection images and inform documentation practices by understanding the collections users and their search terms.

The research involved interviews with National Museums Scotland staff, users and non-users of the Museums’ Search our Collections portal encompassing a concept mapping and card sort activity; online surveys and content analysis of user search queries.

The project revealed that participants are interested in searching the online collections by terms often not represented in collections metadata, including terms related to identity (their own but also others’) and social context (e.g. through seasonal and social events); emotional and sensory interests (e.g. visual characteristics) and narrative themes (e.g. on under-represented histories).

Based on the findings, we further theorise the semantic gap in online museum collection metadata. To bridge this gap and cater to how users search, we argue for a paradigm shift in documentation practices: suggesting practitioners should not only view collection images as information but also tap into their rich potential for enabling social and affective connections.

This paper aims to determine the gender composition of journal editorial boards in the field of library and information science and to identify trends in the gender composition of different editorial roles and the country of affiliation and occupation of people fulfilling these roles.

In an analysis of 13 selected Library Information Science journals published by the Emerald Publishing group, data relating to 549 editors and editorial board members were obtained from the Open Editors online database. Data were assessed by role, gender, country and continent of their affiliation, and occupation.

Women were found to be under-represented as editors and editorial board members in 10 of the 13 journals. This was most evident in the highest-ranking role of editor or editor-in-chief. The majority of editors and editorial board members were from English-speaking countries located in Europe and the Americas, followed by Asia. The vast majority of editorial personnel belonged to the teaching and learning profession, with relatively few support staff, or researchers taking on these roles.

The findings of this study highlight the gender inequality in prestigious and career-advancing academic roles across multiple research areas. To the best of the authors’ knowledge, no such research has yet been conducted in the field of library and information science.

While supporting entrepreneurship through government intervention has become a global phenomenon, the OECD (2021) has identified that several communities (including women, youth, seniors, unemployed and immigrants) remain under-represented in terms of entrepreneurial activity. Inclusive entrepreneurship policies seek to enhance economic and social inclusion and emphasise the significant contribution that people from within these communities could make to local and regional development if appropriate support was offered. The purpose of this study is to examine how higher education institutions (HEIs) can co-create inclusive entrepreneurial training initiatives with local communities that support economic and social inclusion.

This in-depth qualitative study draws on the experiences of multiple stakeholders to highlight how an HEI can enhance entrepreneurial activity within under-represented and disadvantaged communities through its community engagement initiatives. The research was conducted through a revelatory case study of an Irish HEI that is newly constituted and is developing an inner-city campus with a focus on community benefit. Rich qualitative data were collected through semi-structured interviews and participant observation of an HEI community engagement initiative with disadvantaged communities. Thematic analysis methods were used in the processes of generating codes, categories and themes leading to the findings of this study.

The study identified that broadening the interpretation of entrepreneurial activity to value creation and developing enterprising behaviour has significant relevance for disadvantaged communities. These communities may not have the capacity to start a business yet might benefit from the personal development aspects of entrepreneurial education. Moreover, findings indicate how HEIs are uniquely positioned to develop inclusive entrepreneurial education initiatives to redress social inequalities in their regions.

As an original contribution to knowledge, this paper extends traditional education frameworks to identify individual, collective and system-level considerations in the design and development of inclusive entrepreneurial education initiatives. This study contributes an evidence-based framework to guide HEIs and their regional partners in the future development of inclusive, tailored support through entrepreneurial education.

The purpose of this study was to gain a deeper understanding of the experiences and challenges of Middle Eastern refugee mothers in using technology for language learning in regional Australian context.

This study used a qualitative research design and used a narrative enquiry technique to understand participants’ experiences of language acquisition with limited access to technology in new resettlement setting.

The findings presented in this paper were derived from a qualitative investigation conducted on a sample of 21 refugee mothers from Middle Eastern countries. The research aimed to explore the role of a language education programme on their integration within the regional Australian context. Participants discussed a variety of aspects of their everyday lives within their new resettlement context while offering insights on the language education programme and its impacts on their educational progress. The theme “lack of access/use of technology in English language learning” emerged from the narratives. This paper draws on selected interview data from the participants.

This study fills the gap in the literature on Middle Eastern refugees in regional Australia by exploring how lack/limited technology access can impact language acquisition of women from under-represented contexts.

This part of the book emphasises gender-related concerns in the construction industry as well as career knowledge from a gender perspective. The construction sector has always been seen as a field dominated by men due to its hard-working conditions, large equipment and ingrained gender conventions. However, as cultural perceptions change and diversity is valued more, women's contributions to the construction industry are becoming more widely acknowledged. By examining the difficulties women encounter, the chances for their empowerment and the revolutionary effects of gender diversity in the sector, this introduction seeks to shed light on the role of women in construction.

Diversifying the teaching profession has been of international concern for several decades. While most attention has been devoted to issues of ‘race’ and ethnicity, in comparison, social class has been relatively invisible. Research suggests that those from working class backgrounds experience challenges with regard to belonging in what has been regarded as a middle class teaching profession. An area unexplored has been the complexities of researching with student teachers from under-represented groups, including those from working class backgrounds. This chapter draws on research conducted as part of the Access to Post-primary Teaching (APT) project funded under the Higher Education Authority's Programme for Access to Higher Education (PATH): Strand 1 – Equity of Access to Initial Teacher Education. APT supports the participation of student teachers from lower socio-economic groups in initial teacher education. Following the introduction and literature review, we provide information about the methodology of the overall project, as well as the data upon which we draw in this chapter. Next, we present a critical reflective analysis of working with APT participants over the last six years, drawing on our own critical reflections as researchers, as well as the voices of our participants through the project's research strand. Here we highlight concerns pertaining to relative researcher-participant positionality, and issues of identity and disclosure. Finally, we interrogate our analysis using the methodological literature about researching with marginalised groups and end with recommendations for supporting researcher reflexivity.

This case is based on secondary information and data about the Goldman Sachs One Million Black Women initiative and youth entrepreneurship programs from press releases, news articles and websites. The protagonist has been disguised. This case has been classroom-tested in a core MBA course in both face-to-face and online delivery methods.

In March 2021, Goldman Sachs launched its One Million Black Women initiative which expanded its inclusive growth goals to support Black women entrepreneurs who were under-represented and under-resourced. This initiative is one of Goldman Sachs’s sponsored programs that aid existing entrepreneurs. This program would invest $10bn over the next decade to advance racial equity, promote entrepreneurial activity and increase and economic opportunities for these highly motivated and resilient Black women. With the buzz from this initiative, Johnnetta who was a Black female manager at a financial services competitor of Goldman Sachs conceived another approach to groom and grow future generations of women of color entrepreneurs. Her idea was to implement youth entrepreneurship programs in middle schools in states with high populations of students of color. Based on a psychological theory of entrepreneurship approach, these students would learn about entrepreneurship and gain hands-on experience with starting and operating a business. The program was called “Planting 1000 Seeds of Entrepreneurs” to develop a pipeline of savvy, well-prepared future women of color entrepreneurs. Johnnetta’s dilemma was whether to pitch this new youth entrepreneurship program as an employee at her employer as a diversity, equity and inclusion (DEI) initiative or start this program as an entrepreneur of a nonprofit in which she would have sole autonomy to administer this program. This case will enable students to develop ideas into a compelling business pitch while sparking debate about approaches to foster DEI initiatives that will have impactful economic benefits for women of color entrepreneurs.

This case is best suited for upper-level undergraduate or graduate students taking business administration courses in management, entrepreneurship, women studies or other courses that cover topics or modules related to DEI initiatives involving women in business.

This study investigates the relationship between child gender and a CEO’s top management hiring decisions.

Hypotheses were tested using secondary data on 121 S&P 500 male CEOs, their children, and their top management teams.

Results indicate that child gender is associated with a male CEO’s TMT hiring decisions. Specifically, we find that male CEOs with only daughters were significantly more likely to hire women to their TMTs than male CEOs with only sons and those with both sons and daughters.

This study provides evidence for the roles of familiarity, learning, and empathy in reducing gender biases in selection decisions. Top management hiring decisions have wide implications for organizational settings in general and for the breaking of the glass ceiling in particular.

Reducing gender bias in top manager hiring decisions directly relates to the United Nations’ Sustainable Development Goal 5 of achieving gender equality as women are consistently under-represented at the top of organizations across the world.

By focusing on the hiring of top managers, this study includes hiring decisions that directly impact firm operations. To our knowledge, this is the first study to examine the relationship between child gender and executive hiring decisions with a US S&P 500 sample.

In the past decade, against increasing global inequality, higher education has grappled with increased demands for social justice, transformation and decolonisation. While a lot of research in South Africa has focused on the (im)possibilities of fostering racial, gendered, socio-economic and cultural change, the connection of such change to questions of sustainability has been less explored. The purpose of this paper is to specifically explore the agency of academics to foster transformative initiatives for sustainability within the context of institutions historically serving under-represented populations.

Using a qualitative methodology, this paper highlights the importance of considering sustainability in processes of transformation. This paper is specifically interested in how academic faculty and those in assigned leadership positions view their agency in relation to promoting transformation for sustainability at the institutional level. Drawing on data generated from semi-structured interviews with 13 participants at an historically Black university in South Africa, this paper details academics' and leaders’ experiences and perceptions of their agency.

This study reveals the adverse interactional dynamics within higher education institutions, which negatively impact academics’ participation as key agents in change processes. Positional and identity challenges faced reveal the persistence of colonial and apartheid legacies of racism, sexism, Afrophobia and xenophobia – which casts a shadow on possible trajectories of transformation and sustainability. This has serious implications for the common good, given South Africa's regional import for knowledge production and decolonisation within universities; its key role in the African 2063 Agenda; and the wider global Sustainable Development agenda.

This study highlights insufficient engagement with the sustainability of transformation efforts within the context of South Africa. This study also emphasises the relation between transformation imperatives and racial, socio-economic, gender and epistemic justice imperatives of sustainable development.